Artificial Intelligence in Religious Education (RE) is often discussed as a disembodied tool. This paper expands on this perspective by examining the humanoid robot Navel, designed for social resonance through physical mimicry. We conducted a study in 6th-grade classes at a Christian Protestant Grammar School in Siegen (Summer 2025) and in Dresden (Autumn 2025). It investigates how Navel's physical presence affects relational (in)equality during teaching units on "Prayer and Psalms". We hypothesise that the students perceive the learning environment to be more equal than in a traditional pedagogical setting. In this special RE setting, Navel emerges as a third party within the hierarchy. Preliminary findings from a mixed-methods design—comprising pre/post-surveys, video-recorded student interviews, and teacher feedback (analysed via MAXQDA)—suggest that students perceive the robot as a non-judgmental counterpart. The setting of this RE facilitates a safe space for expressing vulnerability and religious identity without the pressure of academic grading inherent in the German system. Thus, Navel enables a new symmetric dialogue about God. Additionally, the study highlights Navel's potential as a tool for inclusion. A teacher reported a higher engagement of a student with special educational needs, who found it easier to articulate complex spiritual concepts like divine proximity through the robot's predictable interaction. This contribution provides empirical evidence on how social robots bridge material design and spiritual formation in 21st-century confessional learning.